BPharm(Hons) Learning Model

Y2 Meeting

Adam La Caze

01 March, 2023

Agenda

  1. Drivers for the program design
  2. Learning model (and how to make the most of it)
  3. Your feedback + discussion
  4. Plan

Drivers

Pharmacists work with all members of the healthcare team to make decisions that improve health outcomes through the wise use of medicines

Doing v Knowing

Millers

Source: https://openpress.usask.ca/ideabook/chapter/millers-pyramid-of-clinical-competence/

Doing v Knowing

Limitations of lectures

Mazur, Eric. (2009). Farewell, lecture? Science, 323(5910), 50–51.

Learning model

Learning model

  1. Instructional model
  2. Delivery model
  3. Assessment model

Instructional model

5E

Delivery model

Traditional model (2 unit course) New model
Lectures, 3 hours/week Active online learning + workshop (1 hour) + engagement tasks
Tutorials, 2 hours/week and/or Tutorials, 2 hours/week and/or
Practicals, 2–3 hours/week Practicals, 2–3 hours/week

Workshop

  • Provide a ‘check-in’ opportunity for questions and discussion regarding the learning activities
  • 5e: “explain” and “elaborate”
  • Feed-forward to prepare for engagement tasks and/or major assessments

Lectures v Active online learning + workshop

Lectures

  • Watching, thinking
  • Applying, extending

Hours/week for a 2 unit course:
10 hours total =
5–7 hours contact +
3–5 hours study

Active online learning

  • Reading, watching, interpreting, applying

Workshop

  • Applying, extending

Hours/week for a 2 unit course:
10 hours total =
3–5 hours contact +
5–7 hours study

Assessment model

PHRM2101 PHRM2201 PHRM2500
Engagement tasks (10%) Online open-book quizzes (30%) Engagement tasks (40%)
Dispensing portfolio (10%) Drug design and analysis report (20%) Designing a drug dosage regimen (20%)
In-service presentation (20%) Liquid dose form design report (20%) Exam (40%)
OSCE (30%) Compounding skills assessment (30%)
Exam (30%)

Suggestions for success

  • Reflect on the different learning models, the aims of the curriculum and your aims as a graduate
  • Give yourself time to get comfortable, but also commit to working through challenges
  • Use the activities provided as a guide for learning (rather than aiming to know everything; remember: assessment is focused on what you can do)
  • Use the workshops and discussion boards to clarify and seek help
  • Participate in team tasks
  • Tell us when things don’t work

Your feedback + discussion

Plan

  1. Maximise in-person learning opportunities

    • Discuss challenges and preferences: in-person > online > hybrid
  2. Maximise opportunities to interact (in-person and online)

  3. Increase discussion and support for the learning style